Insights gained from the analysis of performance and participation in online formative assessment.

BACKGROUND: Online quizzes are simple, cost-effective methods to provide formative assessment, but their effectiveness in enhancing learning and performance in medical education is unclear. PURPOSE: The purpose of this article is to determine the extent to which online quiz performance and participation enhances students' performance on summative examinations. METHODS: A retrospective case study investigating relationships between formative and summative assessment in terms of use and outcomes. RESULTS: Online quiz scores and the rates of quiz participation were significantly correlated with corresponding performance on summative examinations. However, correlations were not dependent on the specific quiz content, and changes in patterns of quiz use were not reflected in corresponding changes in summative examination performance. CONCLUSIONS: The voluntary use of online quizzes, as well as the score attained, provides a useful general indicator of student performance but is unlikely to be sensitive enough to direct an individual student's learning plan.

Effects of instructional strategies using cross sections on the recognition of anatomical structures in correlated CT and MR images.

This research is an effort to best utilize the interactive anatomical images for instructional purposes based on cognitive load theory. Three studies explored the differential effects of three computer-based instructional strategies that use anatomical cross-sections to enhance the interpretation of radiological images. These strategies include: (1) cross-sectional images of the head that can be superimposed on radiological images, (2) transparent highlighting of anatomical structures in radiological images, and (3) cross-sectional images of the head with radiological images presented side-by-side. Data collected included: (1) time spent on instruction and on solving test questions, (2) mental effort during instruction and test, and (3) students' performance to identify anatomical structures in radiological images. Participants were 28 freshmen medical students (15 males and 13 females) and 208 biology students (190 females and 18 males). All studies used posttest-only control group design, and the collected data were analyzed by either t test or ANOVA. In self-directed computer-based environments, the strategies that used cross sections to improve students' ability to recognize anatomic structures in radiological images showed no significant positive effects. However, when increasing the complexity of the instructional materials, cross-sectional images imposed a higher cognitive load, as indicated by higher investment of mental effort. There is not enough evidence to claim that the simultaneous combination of cross sections and radiological images has no effect on the identification of anatomical structures in radiological images for novices. Further research that control for students' learning and cognitive style is needed to reach an informative conclusion.

Design of interactive and dynamic anatomical visualizations: the implication of cognitive load theory.

In improving the teaching and learning of anatomical sciences, empirical research is needed to develop a set of guiding principles that facilitate the design and development of effective dynamic visualizations. Based on cognitive load theory (CLT), effective learning from dynamic visualizations requires the alignment of instructional conditions with the cognitive architecture of learners and their levels of expertise. By improving the effectiveness and efficiency of dynamic visualizations, students will be able to be more successful in retaining visual information that mediates their understanding of complex and difficult aspects of anatomy. This theoretical paper presents instructional strategies generated by CLT and provides examples of some instructional implications of CLT on the design of dynamic visualizations for teaching and learning of anatomy.

Interactive and dynamic visualizations in teaching and learning of anatomy: a cognitive load perspective.

With the increasing use of computers in the classroom and the advancement of information technology, a requirement to investigate and evaluate different strategies for the presentation of verbal information in interactive and dynamic visualizations has risen to a high level of importance. There is a need for research efforts that apply cognitive load theory (CLT), cognitive learning strategies, and established principles of multimedia design to conduct empirical research that will add to our knowledge of designing and developing dynamic visualizations for teaching and learning anatomy. The impact of improved teaching and learning of anatomical sciences and the development of a set of guiding principles to facilitate the design and development of effective dynamic visualizations represent a significant achievement for medical education with wide application. This theoretical paper presents the foundations of CLT, cognitive learning strategies, and principles of multimedia design to guide the needed research on dynamic visualizations.

Effectiveness of using cross-sections in the recognition of anatomical structures in radiological images.

This study measured the effect of using anatomical cross-sections to enhance the interpretation of radiological images. It examined the effectiveness of using magnetic resonance (MR or MRI) images presented side-by-side with their corresponding cross-sectional images, as compared to using only the MR images. Student aptitude to identify anatomical structures in the radiological images was measured. The study also assessed student preferences toward the two presentation formats. Thirty-four freshmen medical students (17 females and 17 males) and a female graduate student enrolled in a clinical anatomy, embryology, and imaging course volunteered to participate in the study. A posttest-only control group design was used and the collected data were analyzed by a t-test. A survey was developed to collect student perceptions of the two presentation formats. There was no significant difference between using MR images with cross-section images and using MR images alone in the students' immediate recall of anatomical information presented in radiological images. However, the students showed strong preferences for the presentation of MR images with cross-section images and indicated that it would help them interpret radiological information.